Communication skills visual aids and personal grooming

Table of contents

In todays modern universe, there are assorted types of societal jobs, such as offense, larceny and equal force per unit area. These societal jobs are largely harmful and convey approximately negative impacts. However, one of the societal jobs – equal force per unit area, may be viewed as a positive force per unit area that motivates pupils to make good in school. Peer force per unit area is defined as a individuals ‘ influence towards another individual ‘s determination by coercing them to make something that they would otherwise wouldn’t make, or coercing them to make something if they did non hold the bravery to make so. However, peer force per unit area can be a strong influence during pupil life when equals are rather of import to a pupil individuality.

Main organic structure

In my sentiment, I agree that equal force per unit area is effectual in actuating pupils to make good in school as such that it is good for them. The first ground is, by seting force per unit area on pupils it can assist them force their head set to a higher measure to derive entry into reputable higher instruction institutions/colleges. In today ‘s universe, paper makings are really of import in finding the hereafter of a individual. To hold an added-value, the institute that a pupil is analyzing in or alumnus from is really of import. Peer force per unit area will promote healthy competition between pupils to obtain differentiation class to be qualified to use for scholarship when they are come ining colleges. Therefore, this leads to the 2nd positive consequence equal force per unit area has on a pupil which is, it serves as a good preparation land for pupil to pull off their resources and program sagely. Besides being academically successful, peer force per unit area besides encourages pupil to fall in school activities. These maintain the pupil from societal ailments while populating a healthy and active life style. Involving in school activities such as event, societal assemblage, athletics twenty-four hours and charity work will reflect a good fillip for future occupation application.

Besides, physical co-curriculum helps the pupils to remain alert during categories, being able to concentrate and absorb whatever that is being taught. In fact, equal force per unit area is one of the chief incentives for a pupil to pattern doing smart determination and good behaviour in a pupil life. For illustration, see that a pupil who is being surrounded with friends who are endeavoring for good academic consequences. This manner the pupil is pressured to make good academically every bit good as being supported and encouraged by his like-minded equals. This will assist the pupil to do wise determination in his pick of friends in approaching hereafter. Peer force per unit area besides motivates teamwork in the life a pupil. Undertakings and presentations in schools are usually performed in groups. To demo a sense of duty every bit good as being accredited as the best group, a pupil is healthily motivated to make the best in making his/her portion in a group assignment in order to non allow down the group. Socially awkward pupil can larn societal norms from their other classmates to suit into the schooling environment. A positive equal group in school will forestall pupils from prosecuting in harmful or hazardous behaviours by actuating the pupils to be more confident and act as a positive wise man ; puting a good illustration for their other equals to follow. Besides that, a small peer force per unit area can be a tool to actuate pupils to accomplishing great highs. For case, when a weak pupil is fighting with his surveies, his schoolmates can assist by promoting him in every small betterment he makes. This will non merely do the weak pupil feel motivated to analyze, but besides to better his friendly relationship with his friends.Therefore, this equal force per unit area is healthily promoting all the other pupils to emulate the well-bred pupil to avoid from falling into societal ailments.

However, parents has a really of import function to play besides because good equal force per unit area must besides depend on the parents on how they control and how they teach their kids with the right manner of making thing alternatively of the incorrect manner such as, call on the carpeting them without listening to their kids account, physically crushing up their kids and much more. With all this sort of negative controlling and learning their kids, this is the clip when negative equal force per unit area comes in and it will finally do the kids lives harder and harder. When this occurs, pupils might non be concentrating good in school, nerve-racking, emotional, and disrespectful. If those negative equal has been interrupts the pupil ‘s head, their attitude would alter and will seek to pick up some bad influences such as smoke, imbibing and besides arising against the authorization. This full negative attitude may take to hapless classs and offense. Student may besides pick up those bad wonts if they were non treated decently by their parent. Erstwhile pupils have to be pressured to blend with the proper crowd. In this instance, that is where equal groups are besides of import and helpful.

In my decision, parents must besides give positive equal force per unit area to their kids when they were little. Most of the people think that equal force per unit area is a negative and harmful “ every act has the negative and the positive parts ” but when it comes to positive equal force per unit area it is really a good force per unit area. Positive equal force per unit area truly benefits and helps a batch for pupil to be motivated in school and keeps them on path with their friends and surveies. It is besides of import to give a small push of force per unit area to assist them to accomplish their end and success in life for their hereafter and recognizing their end in the hereafter and to cognize how to distinguish the right and the incorrect.

Since the 1890ss, computing machine has become a really utile and popular engineering ; today the computing machine has become a necessity in our modern old ages and computing machines help really much in pupil ‘s surveies and for the working grownup and so on. First of wholly, computing machine games are one of the chief grounds why adolescents and immature kids even grownups likewise are attracted to the computing machine. With modern engineering available now in this century, one can play a computing machine game through the Internet with the populace from far-off states. In my sentiment, I think that computing machine games would impact our life as a college pupil or non depends on the clip allocated for playing and the types of computing machine games played by the peculiar pupil him/herself.

First of all, I would wish to explicate the ground of why playing computing machine games will impact our lives as a college pupil. Basically, negative dependence towards the computing machine games normally fall to the pupil who does n’t cognize how to pull off their clip decently and holding spent most of their clip in playing computing machine games will do them be given to lose their involvement and concentrate in more of import things like their surveies. Most college pupil likes to play computing machine games till midnight and the consequence of playing till midnight can do them to hold deficiency of kiping clip and will diminish their watchfulness and concentration in during categories. A lessening in watchfulness and concentration or focal point at college will impact their academic public presentation. Nowadays game developers are sharply presenting new and more sophisticated games. These games are strategized to light hungriness for triumph or satisfaction in the participant of these computing machine games. Therefore, each triumph fuels another impulse for a new challenge, taking to the college pupil continually spending clip playing computing machine games. Apart from that, there are some computing machine games which are classified as “ violent ” or “ aggressive ” . These games may hold inauspicious consequence on the computing machine game participants. A pupil may be excessively absorbed into the practical universe computing machine games until they have the inclination of losing control of themselves and go more aggressive, imitating the violent characters in the “ violence-type ” computing machine game.

Besides that, passing excessively many hours in playing computing machine games and non traveling out with friends will do societal jobs in the life of a college pupil. Some societal ailments are the pupil that is addicted to playing computing machine games will go diffident and introvert. Playing computing machine games does non affect any of the physical activity and the most physical parts are use while playing is merely custodies and fingers. Therefore, playing computing machine games may do the indolence of playing athletics such as football, badminton, and tennis and so on. Sometimes, as college pupils, speedy high-calories bites or debris nutrient which is really unhealthy nutrient becomes the pick of diet/food, because it is instant, delightful and the computing machine gamer can eat while playing computing machine games. This will take to an unhealthy life style and besides fleshiness jobs.

After a long treatment of the negativeness of playing computing machine games, I can non wholly disagree that playing computing machine games will impact our life as a college pupil. This is because it besides depends on the assorted types of the games that they play and on how they manage their clip on playing. And now I would wish to explicate the ground why I think playing computing machine games will non impact life as a college pupil. First of all computing machine games has ne’er fail to come out with as a beginning of amusement, loosen uping, let go ofing emphasis for college pupils after a long twenty-four hours of surveies. Some computing machine games might besides develop us to do speedy determination and it besides helps us to believe “ outside the box ” and to be more originative. Computer games does non merely promote amusement but accomplishments, for illustration strategic games, the participant must hold the strong sense, planning or thought in order to win the game such as how to equilibrate the resource, keeping confederations or supporting the metropolis against being onslaught by the oppositions. This may be applicable in a college pupil ‘s ain live, whereby they can larn to equilibrate their clip resources, their surveies resources every bit good as program their perusal agenda good. Besides that, cooperation and strong teamwork are more prevailing in computing machine games than of all time, computing machine games require all the participants to pass on efficaciously with each other in the squad ; for illustration following waies and executing the undertakings expected to the squad to accomplish triumph, whereby much like group presentation in college and so on.

Besides that, difference between clip spent on playing computing machine games versus the clip spent in watching telecasting is that watching telecasting is wholly a inactive experience because Television viewing audiences merely turn on and get down to get down whatever is presented on that show. On the other manus, we are more active while playing computing machine games and have to utilize analytical thought accomplishments on work outing jobs. So over clip, the differences between disbursement clip on playing computing machine games to exert our encephalon is much more meaningful than watching telecasting which is merely sitting down. Another ground which is, most of the clip we begin a game at the easiest degree and by degree to level it becomes harder and harder and with our changeless practicing and easy edifice accomplishments, we have the assurance in managing more and more hard challenges. Since we lose nil in failure with playing computing machine games, in that instance, we do non fear that much of doing error and we tend to take more hazards and explore more. Possibly, playing computing machine games is much safer than holding us addicted to drugs, intoxicant and street racing in the existent universe, all this act will do our life much more danger and shorter so.

Decision

In decision, I think that playing computing machine games will non impact our life as a college pupil every bit long as they know how to maintain path of the clip that is spent on playing computing machine games. This is because computing machine games played with wise clip allotment are ways to loosen up our heads after a long twenty-four hours of surveies. Besides, computing machine games can learn us how to pull off our resources sagely, and to advance teamwork every bit good as train us to be more confident in taking hazards. Always remember that passing excessively much clip on computing machine games will impact our life as a pupil and besides will impact our wellness.

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Communication skills

As a banking official of the Bank for Foreign Trade of Vietnam (Vietcombank), I have to supervise interns and colleagues who are on probation. According to the bank’s policy, I am asked to give them feedback at the end of the year. However, in response to your request for this assignment, I decided to provide my objective comments over phone to Mr. To, who was an intern and have been on probation at Vietcombank since the beginning of 2004. Through this experience, I recognize the importance of how to give an effective feedback.

As I left Vietcombank, Hanoi for the Eller College of Management, Arizona at the end of this July, my feedback just covers the first seven months of 2004. A written copy of my feedback will be sent to the bank later. Based on Mr. To’s performance at the bank’s Marketing Division during that time, my comments to him are divided into four areas: communication skills, understanding of job, technical understanding, and potential for advancement.

Communication skills Mr. To demonstrated good communication skills while performing his duties within the marketing division. His ability to listen to the bank’s new clients (small and medium enterprises- SMEs) and convey to his colleagues clients’ needs for financial funding was demonstrated in the successful implementation of Vietcombank’s micro-credit program supporting SMEs, particularly in private sector.

Mr. To effectively interacted with the project finance division and clearly explained SMEs’ concerns on mandatory collaterals in applying for banking financing. Thanks to his efforts in passing feedback from SMEs, the rigid financing procedure in which financing decisions had been based on the collaterals rather than on the feasibility of business plans was removed. Mr. To exhibited ability to smoothly communicate across the bank’s channels while maintaining good relationships with SMEs, which became the key client segment of Vietcombank in the reform to diversify investment portfolios and reduce credit risk.

Job understanding Though sometimes digressing from his core duties, Mr. To was quite knowledgeable of the scope of work activities expected of him. Within the realm of client segmentation, he properly analyzed characteristics of the two key client segments and researched their needs of financial support from Vietcombank. For example, based on researches, Mr. To pointed out that monopolistic state owned enterprises had long term investment projects guaranteed by the Government (low risks, questionable feasibility), possessed sufficient collaterals for the loans but were under poor management models.

Contrary, small and medium enterprises (SMEs) in private sector had feasible business projects, owned insufficient collaterals for the loans (poor financial backup) but they followed flexible and efficient business strategies and management models. The client segments’ profiles Mr. To had developed were useful for the bank’s management to streamline credit policies in favor of SMEs, which led to diversified customer bases of Vietcombank and better credit facilities for SMEs.

As a matter of fact, it was difficult at times to distinguish the job responsibilities from those of consumer segmentation research and those of policies and strategies development. Mr. To is a strong advocate for the development of the private sector and SMEs. He initiatively recommended a number of policy reforms to facilitate credit procedures for SMEs; yet, many of them could not be applicable given serious loopholes in the banking legal system of Vietnam. Recommending policy reforms is beyond the scope of his actual job responsibilities; this focus is the core duties of the strategies development division.

Instead, Mr. To should have fully focused on the regular update of clients’ profiles, and intensively researched on newly established enterprises as the third potential consumer target of the bank. If he had recognized this segment’s potential, Vietcombank might not have lost 8% of revenue (concerning this segment’s banking activities) to the bank’s competitors in the first half of this year.

Technical understanding The broad needs of corporate clients marketing demand strong risk management skills and sufficient legal understanding in order to be successful. At times when the needs of clients or other divisions of the bank involved the application of existing legal regulations or extensive risk analysis, there was a shortcoming of technical knowledge by Mr. To. Though he had begun efforts to address this by enrolling in additional coursework to enhance his knowledge of the legal system, he still needs further intensive training on risk analysis for improvement.

Potential for improvement Mr. To is an example of the intern program when it works to the benefit of both the bank and the individual. The program brought in quite qualified candidates like Mr. To who have been given a platform to demonstrate their abilities and knowledge. Based on my personal observations, working relationships, as well as feedback from corporate clients, Mr. To’s performance is ranked in the upper one-third of those who are on probation at the bank, and falls firmly within the “sustained” grade. He appears to be comfortable with the expectations ahead. With more training on risk analysis and better legal understanding, Mr. To would be included in the group-leveled management of the bank.

Mr. To, on the one hand, appreciated my objective comments. He confirmed that my feedback was impersonal, quite concrete and clearly understandable; thus; was useful to him. On the other hand, he also had some feedback over phone on my feedback as follows: First, concerning technical understanding, my feedback did not focus on specific behaviors. He wondered on what basis I concluded that he needed intensive training on risk analysis.

He enrolled in law coursework because of his own interest in the general legal system; yet; he did not think that his legal understanding had been inadequate for his job requirements. He expected that hard data were supported in explaining why he was critical. For example, when, where and how the needs from clients and the bank’s divisions concerning legal regulations application and risk management were not well handled by him.

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Business Communication Skills

Faculty of Business, Computing & Information Management Business Communication Skills Coursework- Critical review & Personal Development Review Module Coordinator: Mr. Phil Vellender Module Code: BBS-6-BCS Course: MBA (FT) By Mahalakshmi Table of Contents Critical Review Do shareholders own the company? 1. 1 Introduction This is a critical review of an article published on the website of The Financial Times on 20 April 2012. This article was published in The Financial Times newspaper on 21 April 2012.

The title of the article is ‘Shareholders lose patience on banker’s pay’ by Dan McCrum and Kate Burgess from New York and London respectively. The purpose of choosing this article is of my personal interest on banking industry, for its interesting information about shareholders, significance and ornate style of writing. This review begins with an analysis on the reading and writing context of the article, followed by a brief summary of key points, a critical evaluation of language used, content analysis and a conclusion. References and the article itself are also included at the end of the review. . 2 Context As mentioned before, this article has been taken from the newspaper publication ‘The Financial Times’, which is one of the largest business news and information company in the world. It offers vast news, comments, data and analysis to business community globally. It is known worldwide for its reliability, authority and accuracy(http://www. ft. com/home/uk). The article relates to current affairs on the importance of investors’ vote on the company’s pay. The writers of this article discuss the same on different banks in United Kingdom and United States.

Moreover, it brings different predictions based on the impact of the investor’s vote on pay package. 1. 3 Summary First, the writers of the article begin with the information on how the chief executive of Citigroup suffered a loss because of lack of its shareholders’ support on their “pay package”. Furthermore, they also discuss that the board of directors look back to their pay levels questioning themselves on what makes the investors lose their temper and found that poor returns of the bank’s investment to be the reason for losing shareholders’ patience.

Second, the authors stress on the point that it is shareholders’ responsibility to query the company board of directors about their financial position, performance and their management strategy. They also state that due to the governance pressure on investors, it is mandatory to hold an advisory “say on pay” vote for all US registered companies. They also show evidence on how company’s pay changes depending on the investors support by giving the statistical data on two companies like Jacobs Engineering Group and Beazer Homes. Third, the authors compare the US listed companies votes with that of UK registered companies votes.

They have chosen Barclays bank in London as an example. According to the article, the investors have decided to vote for Barclays for its plan but still many are threatened to vote no. Even though, Mr Diamond is ready to give away half of his bonus and share higher profits to shareholders, still some of the investors does not agree to provide “say on pay” vote. Finally, the writers conclude that the executives who fail to respond their shareholders will have to face its consequences and pay a bulky price. 1. 4 Language Analysis The language of the article fluctuates between idiomatic language and editorial style.

An example of editorial style can be found in the beginning of fourth paragraph:” Boards looking at their own pay scales….. confined to the banks” and also in the fifth paragraph:” Investors are have been fraying for some time”. The writers uses certain spoken style and furthermore raises direct questions like for example,” Is it enough? ” thereby attracts the reader’s attention. Moreover, evidence of academic style usage can be noticed in few paragraphs. For instance, idioms like ” came out of the blue” and “ rubbed salt into their wounds” arouses the reader’s sympathy on the chief executive.

Paragraph length is not too long with clear and appropriate separation of ideas thereby making this article easy to read and understand. Sentences vary from short to medium or rather not too long but there is a combination of simple and complex in their structure. No subheadings have been used in this article. The title “Shareholders lose patience on bankers’ pay” raises an issue and grabs the attention of the readers. Consequently, this will also boost the audience to continue reading because they will want to know what the subject is about and the reason for the problem.

The writers provides visual of Vikram Pandit, chief executive of Citigroup, who is shocked and looks very perplexed, thinking on why shareholders denied to accept on his pay package. However, the vocabulary range is reasonably wide and standard with a little informal and business language. For example, “aberration”(meaning abnormal), “assertive” (meaning confidant), both in the 4th paragraph and “abstentions”(meaning the act of self-denial) in the 18th paragraph shows the evidence of use of formal words. The writers also use some oral vocabulary like “said” and “says”.

Business vocabulary crops up throughout the text for example “shareholders”(line 1), “pay package”(line 8),”say on pay”() or “profits”. The text type of this article seems to be argumentative as the writers raise an query to the readers on whether the shareholders has the right to play role on deciding the pay package for the executives of the company and take initiative on accepting or avoiding the remuneration committee. In addition, this article was also informative as it provides details on how the shareholders are affected by different banker’s pay package and their bonus without attaining actual success. . 5 Content Analysis The content of the article is well-organised and simple to understand for readers who are more interested in financials due to its business language and strong points. As a student who is interested in finance, this article seems to be interesting and informative one as it provides the current news on shareholders role on a company (here is the case of banks) and discusses the consequences of losing company’s shareholders’ support and their advisory on ‘say on pay’ vote at annual meetings.

This article partially carries new knowledge for frequent readers of this magazine about the significance of the company’s shareholders support. On the other hand, this article conveys a series of interesting awareness and hypothesis where he falls back with valid proof. As an American and British, the authors show an evidence of good knowledge on the financial performance and series of events of different firms that take place in every company annual meeting. The way the writers build up the controversy is simple to follow and understand.

The authors have explained from their point of view on shareholders setting up remuneration committees and re-elections in the UK and US economy. No alternative point of view is displayed. Some of the statistical data from the article are assumed to make it believable but perhaps it is major claim to integrity for me is that I completely agree with the author’s point of view. 1. 6 Conclusion In conclusion, the article presents an interesting viewpoint on shareholders responsibilities and right to take the leading role in terms of reimbursement.

With clear examples, the article demonstrates the effects on investors’ vote on banker’s pay. The authors conclude by stating that the decision made on Barclay will come to know only after the meeting. The language range is typical of the publication, widespread, normal and with ample of business terms. In my opinion, the article is a good choice for finance and marketing students in comprehending more about the investor’s role. Overall, it provides a clear perspective on an emerging marketing trend in the world today. 2. Personal Development Plan Review 2. 1 Introduction

Any individual will want to establish their personal goals and make them practicable within a specific period of time. In order to achieve this, it is necessary to prepare a ‘Personal Development Plan’(PDP). According to the guidelines for HE progress files, PDP is defined as “a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development”. Being one of the modules in my course, I have been asked to prepare my personal development plan for communication skills.

In this review, it starts with the four step model used for my PDP and ends with a conclusion. 2. 2 Four-step Model In order to set up my personal development plan, I have used a simple model, as recommended in our business communication skills module guide. This model consists of four steps which are as follows: 1. Identify what you need to develop/ improve * Enhance my academic writing skills * Develop my speaking style, improve on my vocabulary, tone and pace while giving an oral presentation * Learn how to do speed reading * learn how to make proper notes- note taking 2. Identify how you can achieve your aims To improve my academic writing skills, I will practise writing essays, read books about academic writing and pay attention to the lectures on the same. * Listen to news and radio, communicate with my classmates and show active participation in group discussion in order to build up my style of speaking * Will make a list of new words, linkers, learn synonyms and practise some academic vocabulary exercises * Pay attention to my colleagues’ way of performing their oral presentations, make a note of their strengths and weakness, thereby improving my oral presentation skills i. . tone and pace * Will read lot of books as possible, journal papers to develop speed reading * Will use the concept mind mapping whenever I take notes 3. Identify when you will do the activities described in 2. above * Week 2-9: * Answering discussion questions in managerial economics and follow-ups for the same * Week 2-8: * Review my colleague’s oral presentation and practise my presentation in front of mirror * Week 8-9 and during Easter holidays: Practise taking notes using mind mapping while reading core text books * Read and practise exercise from the following books: Bailey, S. (2011) Academic Writing for International Students of Business, Routledge Bennie, M. (1998)(4th ed) Mastering Business English –how to improve your Business Communication skills, Oxford 4. Check yourself- how will you recognize you have accomplished your aims? My main assessment strategy will be by observing my marks and feedback I get for my assignments and oral presentation.

With the help of mind mapping, I was able to complete some of my coursework one week earlier than the actual deadline. The marks and feedback for the same are due in the next few weeks. Alternatively, I will also be monitoring myself on specific areas like speed reading. My marks have been very satisfactory till now. 2. 3 Conclusion Overall, I could make out that the decent marks and encouraging feedback has given me confidence about my knowledge of English language has improved. I feel that my speed reading and speaking style also has improved.

I am very sure that these progresses will support in the coursework ahead and my final dissertation. I will also make sure that I will continue to develop these qualities in near future too. 3. References * Guidelines for HE progress file [Online] Available from: http://www. qaa. ac. uk/Publications/InformationAndGuidance/Documents/progfile2001. pdf [Accessed 1 May 2012] * Financial Times : http://www. ft. com/home/uk * Thesaurus : http://thesaurus. com/ * Word Hipo : http://www. wordhippo. com/

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Communication Skills

Aims
This resource has been compiled to give a general introduction to effective communication for practice educators. The key components of the communication process will be discussed. The basic skills required for effective communication will be explored in the next few sections, and some specific contexts for communication, including giving presentations and feedback meetings, will be examined.

Learning Objectives

On completion of this resource, you should be able to:
• Identify the key components of the communication process.
• Identify some typical problems that can arise in the communication process and demonstrate knowledge of skills to overcome these.
• Demonstrate increased awareness of forms of communication and social behaviour.
• Identify and use strategies for managing specific contexts for communication, including giving presentations.

Introduction
As we progress through our careers in the health or social care environment, the sorts of skills that are critical to our success can change and evolve. Many of us are first responsible for performing specific practical tasks, linked to our developing knowledge base. Our effectiveness centres upon our actions and our growing expertise at performing these. Proficiency at such tasks is often the initial focus.

However, as we continue to progress, it is likely that success will depend more and more upon our interpersonal skills and our ability to develop effective working relationships with key others. Jobs that include a managerial, supervisory or a mentoring role can involve complex relationships with people. Demands can be made that are sometimes conflicting and ambiguous. A practice educator’s job can involve reconciling and managing these demands. Not surprisingly, interpersonal and communication skills often rank among the most critical for work related success.

In its most straightforward sense, may be understood as occurring when the intended meaning of the sender and perceived meaning of the receiver are the same. Yet the level of skill required for effective communication to occur, belies the simplicity of this definition. After examining studies involving hundreds of large organisations, Goleman (1997) concluded that a high level of individual success at work was characterised by ‘emotional intelligence’, or skills of social awareness and communication. Typically, these included the ability to motivate and influence others, to give honest feedback sensitively, to empathise and develop relationships, to monitor ones own behaviour, to handle emotions both of self and others and to read interpersonal situations and organisational politics.

However it is important to note that emotional intelligence, or the skills of social awareness and communication, can be developed and honed. This resource aims to give a basic introduction to the area of effective communication and will seek to increase your awareness of forms of communication, communication skills and social or interpersonal behaviour therein. Communication (from Latin commūnicāre, meaning “to share”) is the activity of conveying information through the exchange of thoughts, messages, or information, as by speech, visuals, signals, writing, or behavior. It is the meaningful exchange of information between two or more living creatures.

One definition of communication is “any act by which one person gives to or receives from person information about that person’s needs, desires, perceptions, knowledge, or affective states. Communication may be intentional or unintentional, may involve conventional or unconventional signals, may take linguistic or non-linguistic forms, and may occur through spoken or other modes.”

Communication requires a sender, a message, and a recipient, although the receiver doesn’t have to be present or aware of the sender’s intent to communicate at the time of communication; thus communication can occur across vast distances in time and space. Communication requires that the communicating parties share an area of communicative commonality. The communication process is complete once the receiver understands the sender’s message. Communicating with others involves three primary steps:

Thought: First, information exists in the mind of the sender. This can be a concept, idea, information, or feelings. Encoding: Next, a message is sent to a receiver in words or other symbols. Decoding: Lastly, the receiver translates the words or symbols into a concept or information that a person can understand. There are a variety of verbal and non-verbal forms of communication. These include body language, eye contact, sign language, haptic communication,and chronemics. Other examples are media content such as pictures, graphics, sound, and writing.

The Convention on the Rights of Persons with Disabilities also defines the communication to include the display of text, Braille, tactile communication, large print, accessible multimedia, as well as written and plain language, human-reader, augmentative and alternative modes, means and formats of communication, including accessible information and communication technology. Feedback is a critical component of effective communication.

Communication Process
The A first step in unravelling the complexity of interpersonal communication is to understand the basic process by which communication occurs. Only then can we identify where possible problems can arise and explore skills for enhancing communication and managing such breakdowns. Human beings are not passive, predictable objects who always interpret meanings and react as they are ‘supposed to’. Neither is communication a passive, predictable, one way event.

Rather, communication can be viewed as an active process, influenced by all the complexities and ambiguities of human behaviour. It is also fraught with potential points of breakdown. As Clampitt notes, ‘We actively construct meanings within a unique vortex that includes the words used, the context of the utterances, and the people involved.’(2005, p.8)

A more accurate way of looking at the process of communication is probably as a dynamic, circuitous process in which elements such as non-verbal behaviour and individual styles of interpreting and ascribing meaning to events have significant influence. Strategies such as constructing a clear, unambiguous message can encourage effective communication, but sotoo can seeking to understand meanings imposed by the listener via processes such as actively listening to feedback. 1. Sending The Message:

Person 1 constructs and sends a message. Messages are the signals and symbols that we use to convey what we want to transmit. They can occur in various ways, including visual (non-verbal, written), auditory (verbal and sub-vocal speech), tactile (touch, bodily contact) and olfactory(perfumes, aftershaves) formats. In order to send the message, it must be encoded intowords, as well as tone, inflection, facial expression, and other non-verbal language.

While skills such as clear thinking, concise expression of plain english, logical association of ideas and organised speech are important, especially to specific contexts such as giving presentations they do not ensure that effective communication will take place. The meaning of the message is not contained solely in the words, as factors such as non-verbal cues, the context and the people involved will heavily influence meaning. It is important to note that unintended as well as intended meanings may be communicated via non-verbal leakage.

2.The Channel
In Clampitt’s (2005) model, this refers to the means used to deliver messages and the related formats. Means used to communicate can include face to face, telephone, pager, written, radio and video communication. In face to face communication, which is most often preferred for communication of more important matters, communication occurs through visual, auditory and olfactory formats, while the tactile medium may or may not be used. Skilled communicators will choose the channel most appropriate to the specific goals sought at that time.

3. Receiving the Message

For effective communication to take place, the message must be accurately decoded and reconstructed by person2, from the signals received from person 1. However, even if the “encoding” is carried out very well; this in itself does not ensure that it will be “decoded” accurately. The meaning ascribed to the message may vary according to the person doing the interpreting, the context in which the message was given and the total information communicated.

4. Feedback

Person 2 responds to person 1, and this message is received by person 1 as feedback. Again, feedback comprises both the verbal and non-verbal messages of others, and allows us to evaluate how the message has been understood and the response to it. Actively listening to feedback is a key skill in effective communication. We can also get feedback from our own responses through a process known as ‘self-monitoring’ (Hargie et al 2004).Self-monitoring involves staying aware of what we are saying and doing in social encounters and how this is impacting on others. This type of feedback can then be used to alter or adapt our behaviour in the light of the responses from others.

People who are skilled communicators are high self-monitors, who continuously analyse and regulate their own behaviour according to the way in which the other person is responding. With feedback as with other forms of message, the information received must be interpreted by us. Therefore, the message is susceptible to the same possible misinterpretations and will be influenced by factors such as context and people involved.

Meaning is not an inherent quality of the message, but is perceived or constructed in the mind of the recipient. In the above exercise, a message that would seem to have been intended by the practice educator as being genuinely positive was misinterpreted as negative by the student in the second situation. The important part of this communication at this point, is how the practice educator listens to this feedback, the meaning that s/he ascribes to it, and how it is subsequently responded to.

5. Context

A significant point to note is that communication never occurs in a vacuum. Communication is inextricably linked to the particular context in which it occurs, which in turn has a major impact upon behaviour. 6. Noise

The term ‘noise’ describes anything that can interfere with or distort the meaning of a message. Dickson (1999) has identified a number of such barriers or common sources of noise, which can affect communication accuracy and effectiveness. • Psychological:

These include the perceptual biases or stereotypes that can impact on how we interpret a particular person’s message. People respond to stimuli in the environment in very different ways. We each have shortcuts that we use to organize data. Invariably, these shortcuts introduce some biases into communication. Stereotyping is an example of such a shortcut.

• Semantic:

This is used to describe situations where language or cultural differences distort or interfere with the meaning of the message. Effective communication requires deciphering and understanding the basic values, motives, and assumptions of the other person. Given that dramatic differences exist across cultures in terms of approaches to time, space, and privacy; the opportunities for misinterpretation when we are in cross-cultural situations are plentiful.

• Environmental:

This refers to a range of factors such as size of room, layout of furniture, intrusive noise, heating and lighting etc. Each of these can either encourage or inhibit interaction.

• Demographic:
Factors such as gender and age can impact on the way in which a message is interpreted. For example, a male listener may nod his head to indicate to the speaker ‘I agree’, whereas a female listener may nod her head to communicate ‘I am listening’ (but not necessarily agreeing); so sending the same visible feedback but with different actual meanings.

• Disability: Physical or neurological impairment as well as psychiatric illness can call for alternative means to the usual patterns of communication to be adopted. Some examples include sight or hearing loss, and conditions such as Parkinson’s disease or severe depression.

• Organisational

Barriers to effective communication can be located within the organisation or agency itself. Difficulties with established lines and means of communication, different relative physical location of staff, lack ok of team or supervision meetings organisation or agency itself.

Characteristics of Effective Communication
Even in today’s electronic age, effective interpersonal communication skills are a key factor in your professional and personal success. 1.A Clear,

Concise Message

No one likes a rambler, so have your primary purpose in mind when you begin your communication. Simplify your thoughts, so you can present your point in a precise manner. Once you have made your first important point, move on to the next.

2.Understanding of the Recipient

Effective communicators know who they are talking to, and they understand the style of communication will vary based on the recipient. For example, you probably talk to your co-workers very differently than you talk to your boss.

3.Empathy for the Recipient

Empathy involves putting yourself in the other person’s shoes. Effective communicators always see the situation from the perspective of the other person, including the emotions that might be involved with the message.

4.Effective Listening

Communication isn’t all about talking to someone. Effective listening means really hearing what the other person is saying as well. Paraphrasing the message and repeating it back to the individual will let you know you understood their point accurately. It also shows that you care enough about their message to get it right the first time. 5.Asking for Clarification, when Necessary

Effective communicators aren’t afraid to ask for clarification if they don’t understand the message they are receiving. When you ask for clearer understanding, it shows that you really care what the person is talking about and ensures the conversation proceeds appropriately. Clarification can come from paraphrasing what you heard the other person say or simply asking him to relay his message in a different way that is easier for you to understand.

6.Adherence to the Facts

Effective communicators are much more interested in passing of facts than assumptions or gossip. Avoid the rumor mill at all costs, and unless you can verify your information through the original source, do not pass it on to others. If you are conveying a message from another person, it is also important to get that person’s permission to do so before passing the information onto others.

7.Awareness of Body Language

Body language makes up a large percentage of our messages, so effective
communicators learn how to tune into the nonverbal message they are sending. Make eye contact with the person you are talking to as much as possible, particularly when that person is speaking to you. Avoid potentially offensive body language like fidgeting, biting your lip or rolling your eyes that might convey boredom, cynicism or lack of honesty.

8.Provision of Proper Feedback

When you offer feedback to another person, make sure it is constructive. Feedback is important to maintain a positive conversation and ensure you are both on the same page. Feedback might involve requests for clarifications, questions to expand a particular message, or constructive criticism about another’s performance. Pepper potential criticism with plenty of positive feedback so the recipient is more likely to hear your message and take it to heart.

9.Inclusion of Praise, when Appropriate

Effective communicators know how and when to offer praise. Positive feedback is always welcome, as long as the recipient knows it is authentic. When you praise another person, be specific in your compliment by linking it directly to a specific activity or attribute. Praise someone publically whenever you can, and make sure the praise coming out of your mouth is genuine. When you must convey negative information or criticism, try starting out with praise and ending with a positive statement. This “hamburger” approach usually helps others take criticism in stride.

10. Positive Attitude

No one likes to listen to a complainer, so effective communicators work hard to keep their messages positive. Instead of using phrases like, “I can’t” or “We won’t” in your conversations, focus on what you can do for others. Even if you cannot grant a request the way someone hopes, keeping your message positive will allow the other person to accept your “no” with grace. Effective communicators are typically the successful people in life that others admire. If you would like to join this elite group, practice these tips to improve your own communication skills. The improvement in your professional and personal relationships will make the work on your communication worth the effort.

The Types of Communication Skills

1. Verbal Communication
Verbal communication skills are very important and must be honed, particularly in a job in which employees deal with the public. Clear communication requires straightforward language that is neither too flowery or too simple. It is essential to be able to use the spoken word to get your point across simply. Higher levels of communication competencies deal with persuasive speaking and these skills are necessary for management level employees and those in marketing positions within a company. All employees can benefit from public speaking courses, which help develop these key communication skills.

2. Non verbal Communication

Nonverbal communication is much more difficult for many people. It consists of body language and the cues that are given off while listening to someone else speak. Those in customer service positions need to have a highly developed competency level in listening. Nodding of the head, inclining towards the speaker and showing an open body (shoulders back, arms uncrossed) let a speaker know that you are listening and hearing what they have to say.

3. Oral communication

Oral communication, while primarily referring to spoken verbal communication, can also employ visual aids and non-verbal elements to support the conveyance of meaning. Oral communication includes speeches, presentations, discussions, and aspects of interpersonal communication. As a type of face-to-face communication, body language and choice tonality play a significant role, and may have a greater impact upon the listener than informational content. This type of communication also garners immediate feedback.

4. Written Communication

One often overlooked area of communication is the written word. Even the most basic position in a company requires employees to have good written communication skills. Proper spelling, grammar usage and a professional way of imparting information are important competencies that must be mastered. Written communication that is poorly worded, misspelled or full of errors detracts from the overall message that is being imparted. This is even more vital when dealing with the public through written communication. People judge others by the way they write and it is important to make sure that written communication is professional.

5. Business communication

A business can flourish only when all objectives of the organization are achieved effectively. For efficiency in an organization, all the people of the organization must be able to convey their message properly

Barriers to Communication

1.Language Barriers
Clearly, language and linguistic ability may act as a barrier to communication. However, even when communicating in the same language, the terminology used in a message may act as a barrier if it is not fully understood by the receiver(s). For example, a message that includes a lot of specialist jargon and abbreviations will not be understood by a receiver who is not familiar with the terminology used. Regional colloquialisms and expressions may be misinterpreted or even considered offensive. See our page: Effective Speaking for more information.

2.Psychological Barriers

The psychological state of the receiver will influence how the message is received. For example, if someone has personal worries and is stressed, they may be preoccupied by personal concerns and not as receptive to the message as if they were not stressed. Stress management is an important personal skill that affects our interpersonal relationships. See our pages Stress: Symptoms and Triggers and Avoiding Stress for more information.

Anger is another example of a psychological barrier to communication, when we are angry it is easy to say things that we may later regret and also to misinterpret what others are saying. See our pages: What is Anger?, Anger Management and Anger Management Therapy for more information. More generally people with low self-esteem may be less assertive and therefore may not feel comfortable communicating – they may feel shy about saying how they really feel or read negative sub-texts into messages they hear. Visit our pages on Improving Self-Esteem and Assertiveness for more information.

3.Physiological Barriers

Physiological barriers may result from the receiver’s physical state: for example, a receiver with reduced hearing may not grasp to entirety of a spoken conversation especially if there is significant background noise.

4.Physical Barriers

An example of a physical barrier to communication is geographic distance between the sender and receiver(s). Communication is generally easier over shorter distances as more communication channels are available and less technology is required. Although modern technology often serves to reduce the impact of physical barriers, the advantages and disadvantages of each communication channel should be understood so that an appropriate channel can be used to overcome the physical barriers.

5.Systematic Barriers

Systematic barriers to communication may exist in structures and organisations where there are inefficient or inappropriate information systems and communication channels, or where there is a lack of understanding of the roles and responsibilities for communication. In such organisations, individuals may be unclear of their role in the communication process and therefore not know what is expected of them.

6.Attitudinal Barriers

Attitudinal barriers are behaviours or perceptions that prevent people from communicating effectively. Attitudinal barriers to communication may result from personality conflicts, poor management, resistance to change or a lack of motivation. Effective receivers of messages should attempt to overcome their own attitudinal barriers to facilitate effective communication. Common Barriers to Effective Communication

1.The use of jargon. Over-complicated, unfamiliar and/or technical terms. 2.Emotional barriers and taboos. Some people may find it difficult to express their emotions and some topics may be completely ‘off-limits’ or taboo. 3.Lack of attention, interest, distractions, or irrelevance to the receiver. Barriers to 4.Differences in perception and viewpoint. 5.Physical disabilities such as hearing problems or speech difficulties. 6.Physical barriers to non-verbal communication. Not being able to see the non-verbal cues, gestures, posture and general body language can make communication less effective.

7.Language differences and the difficulty in understanding unfamiliar accents. 8.Expectations and prejudices which may lead to false assumptions or stereotyping. People often hear what they expect to hear rather than what is actually said and jump to incorrect conclusions. 9.Cultural differences The norms of social interaction vary greatly in different cultures, as do the way in which emotions are expressed. For example, the concept of personal space varies between cultures and between different social settings.

The Main Skills for Effective Communication

Following are the main skills one should have to master to become an effective communicator. Although acquiring all these skills and mastering them to the same level seems to be challenging, knowing all these skills and slowly working on them will take you to the level you want to be in communication.

1.Staying Focused

When you deal with a current crisis or an argument, relating something from the past is quite natural. When this happens, most of the times, the discussion goes out of topic and the situation can become quite complicated. Staying focused is one of the best skills not only for communicating under pressure, but for all types of communications ranging from lunch chitchats to board discussions. If you go out of focus, there is a high chance that the end result of the communication may not be effective.

2.Listening Carefully

Although people think that they are listing when another person talks, actually they are spending time planning what to say next. This is what we actually do! Therefore, you need to make an extra effort in order to listen to what the other person says and then come up with what you want to say. If you are not sure what you’ve heard, repeat it and ask for their confirmation.

3.Understanding Others’ Point of Views

In most of the communications, we want ourselves heard and understood. We talk a lot on our point of view and try to get the buying of who are listening. Remember, others also do the same! If you want them to hear you, you need to hear them and understand their point of view too. If you can really see through their point of view, you can actually explain yours in a clear and applicable way.

4.Empathy When Criticizing

Sometimes, we become really defensive when someone criticizes us. Since criticism has close ties with emotions, we can be easily erupted. But, in communication, it is really important to listen to the other person’s pain and difficulties and respond with empathy. At the same time, try to extract the facts and the truth in what they say, it can be useful for you.

5.Taking Ownership

Taking personal responsibility is strength. When it comes to effective communication, admitting what you did wrong is respected and required. Most of the times, there are many people, who share responsibility in a conflict. In such cases, admit what is yours. This behaviour shows maturity and sets an example. Your behaviour most probably will inspire others to take responsibility for their share.

6.Compromise if Necessary

We love to win arguments all the time, but how often have you felt empty inside after winning an argument? Sometimes, winning an argument does not make sense. You may win the argument but might lose the corporation of other people. Communication is not about winning, it’s about getting things done. For the objective of getting things done, you may have to compromise in the process. If it is necessary, please do!

7.Take a Time-Out if Necessary

Sometimes, you need to take a break in the middle of the discussion. If the communication is intensive, there can be ineffective communication pattern surfaced. Once you notice such patterns, you need to take a break and then continue. When you continue after the break, all the parties involved in the discussion will be able to constructively contribute for the discussion.

8.Compete for Your Objective

Although there can be a lot of obstacles on your way, do not give up what you are fighting for. Surely you may have to compromise, but clearly stand for what you believe in. When it comes to communication, all the parties involved should satisfy with the outcome of it. Ask for Help Sometimes, you might have difficulties to communicate certain things to certain parties. This could be due to an issue related to respect or something else. In such cases, seek help from others. Your manager will be one of the best persons to help you with.

Conclusion

Thus, effective communication helps us better understand a person or situation and enables us to resolve differences, build trust and respect, and create environments where creative ideas, problem solving, affection, and caring can flourish. As simple as communication seems, much of what we try to communicate to others—and what others try to communicate to us—gets misunderstood, which can cause conflict and frustration in personal and professional relationships. By learning these effective communication skills, you can better connect with your spouse, kids, friends, and coworkers.

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